Monica PaneroUniversity of Applied Sciences and Arts of Southern Switzerland · Department of Education and Learning
Monica Panero
Doctor of Philosophy
About
28
Publications
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Introduction
Additional affiliations
January 2012 - December 2014
Education
September 2009 - October 2011
Publications
Publications (28)
Il percorso formativo come docenti di scuola elementare in didattica della matematica può essere fortemente influenzato da fattori di natura affettiva, che, a loro volta, risultano spesso legati ad esperienze scolastiche negative vissute con la matematica. Il progetto di ricerca-azione qui descritto ha approfondito proprio questo fenomeno, focalizz...
Formative assessment strategies have been studied for a long time. Drawing on data from the FaSMEd (Formative Assessment in Science and Mathematics Education) project, this paper has the aim of contributing to research about formative assessment and the use of technology, in the field of mathematics education, by claiming that digital technology do...
Studying interactions across communities of mathematics teachers and educational researchers in professional development poses theoretical challenges. The authors suggest that it may be productive to view such encounters as the meetings of two professional communities that have different, possibly conflicting perspectives on the theory and practice...
Le competenze argomentative stanno assumendo oggigiorno un ruolo sempre più cruciale in ambito educativo all’interno di una società in continuo mutamento, che richiede al singolo capacità critiche e comunicative sempre più sviluppate. Come è possibile far evolvere e valutare competenze così strutturate alla scuola elementare? Questo lavoro descrive...
In this chapter we report on an ongoing international research about MOOCs for inservice mathematics teacher professional development. We describe and analyse two different experiences of this kind: two seasons of the Italian Math MOOC UniTo (Geometria MOOC and Numeri MOOC) and two seasons of the French eFAN Maths MOOC. Both MOOCs aimed at supporti...
The collaborative work between researchers and teachers hasbeen modeled by the Meta-Didactical Transposition (Arzarello et al. 2014).In this model, the relationships between the different communities lean onan internalization of external elements in the actors’ praxeologies. At adeeper level of granularity, it is essential to consider the objects w...
This paper reports on a study of the process of professional development for mathematics teachers. The analysis connects two theoretical frameworks: the Meta-Didactical Transposition model developed by Arzarello et al. (2014), which describes the macro level, and, at the micro level, the idea of emergence, which has been around since at least the t...
In this work, we present the analysis of the ways in which formative assessment processes can be developed, by the teacher and the students, thanks to the support given by technology. The analysis is carried out focusing on two case studies developed in France and Italy within the European Project FaSMEd, and is developed with two main aims: (1) hi...
Formative assessment is a process that can inform both teachers and students of their understanding of knowledge at stake. Technology can enable data about student understanding to be collected, organised and shared in novel ways. The FaSMEd project aims to study how technology can play an effective role within a formative assessment process. This...
![Figure 3 – M.'s gesture for " the point x 0 " [lines 1, 3].](publication/301344957/figure/fig3/AS:362187198615565@1463363565505/Ms-gesture-for-the-point-x-0-lines-1-3_Q320.jpg)
![Figure 4 – M.'s gesture for the " generic point x " [line 4]. After...](publication/301344957/figure/fig4/AS:362187198615567@1463363565703/Ms-gesture-for-the-generic-point-x-line-4-After-this-comment-the-teacher_Q320.jpg)
This paper investigates the introduction of the derivative notion and, specifically, the introduction of the derivative function, as a significant moment in the development of mathematical work on functions. In particular, we analyse the process of genericization that two Italian teachers conducted with their grade 13 students, in order to make the...
El propósito de este escrito es mostrar un análisis comparativo relativo al estudio de tareas que involucran la noción de función en libros de texto de Chile, Francia e Italia. El análisis es de corte cualitativo, para lo cual fue diseñada una herramienta metodológica que facilita el estudio en profundidad de las tareas propuestas. Para estos efect...
Etude didactique d'une classe tablette sur une année scolaire.
This workshop is focused on the role technology may play in supporting the formative assessment process. Different examples from the case studies developed in France and Italy within the European Project FaSMEd will be analysed and discussed. In order to highlight the choices we made in relation to the aim of the project, before discussing the exam...
In this paper I want to focus the attention on a specific mathematical content of the secondary curriculum: the derivative concept. Drawing on the work done in my PhD thesis, I outline two moments of the didactic transposition (Chevallard, 1985) of this notion in the secondary school. More precisely, I focus on the introduction of the derivative th...
Formative assessment is a process that can inform both teacher and students of their understanding of knowledge at stake. Technology allows to get data, to arrange them and to share them. The FaSMEd project aims to study the effective role of technology within a formative assessment process. This paper presents a preliminary case study allowing to...
Cette étude de cas porte sur les pratiques enseignantes fondées sur l'évaluation formative avec la technologie, dans le cadre du projet européen FaSMEd (Formative Assessment in Science and Mathematics Education). En particulier, nous avons observé une classe de troisième où chaque élève était équipé d'une tablette. Dans cet article, nous nous conce...
The derivative is one of the crucial notions related to functions in secondary teaching. Some rooted algebraic practices intervene in the development of practices that are proper to Calculus, such as the use of limit. Hence, the introduction of the derivative is a delicate moment for both students and teachers.
In this thesis, the problematics of t...
This paper presents a comparative study of the final secondary assessments in France, Italy and Chile, through the a priori analysis of tasks involving functions. We detect particularities in each expected resolution process, and we focus more specifically on the “availability” level of a piece of knowledge, which corresponds to activating it witho...
Cette brochure présente une comparaison de l'enseignement des fonctions en France et en Italie, dans le secondaire. Dans la première partie, nous présentons le contexte général de l'enseignement primaire, secondaire et supérieur dans les deux pays. Dans la deuxième partie, nous étudions plus particulièrement l'enseignement des fonctions au travers...
This paper reports on a study from a wider project of thesis, whose main focus is investigating, in the secondary school context, the transition between two important mathematics domains: elementary Algebra and Analysis. Following Kuhn (1969), we detect some fundamental paradigm shifts between the two. They represent a change in the way of thinking...
Il PLS (Piano Lauree Scientifiche) Matematica è nato per rendere appassionante la matematica a studenti e insegnanti, tramite la realizzazione di attività coinvolgenti e divertenti. Tre giochi, in particolare, sono stati pensati e organizzati sotto forma di gara (non competitiva) da un team di giovani matematici e proposti agli studenti del Piemont...
Premessa Le curve di Bézier sono delle importanti curve parametriche, studiate nel campo matematico dell'Analisi Numerica, molto utilizzate nella Computer Grafica. Esse prendono il nome dall'ingegnere francese Pierre Bézier che nel 1962 le usò per disegnare le carrozzerie delle automobili, ma vennero realizzate già nel 1959 da Paul de Casteljau uti...
Projects
Projects (3)
A 3-year longitudinal study, started in September 2017 involving students attending the first year of Bachelor in the primary school teaching curriculum, at the SUPSI’s Dipartimento formazione e apprendimento in Locarno. The study aimed at investigating the students’ attitude towards mathematics and its teaching.
- Communicating the centrality of Mathematics as a formative discipline.
- Disseminating the main results of research in Mathematics Education, fostering the adoption of good teaching practices in formal and informal contexts.
- Foster appreciation and love for mathematics in adults (teachers and parents) and children (students) .
Improving progress especially for lower achiever in science and mathematics through formative assessment; studying the role of technology as a support to formative assessment processes; producing and implementing a "toolkit" (lessons using formative assessment with technology) for teachers and teacher educators (see http://www.fasmed.eu and https://ife.ens-lyon.fr/fasmed)
